Objective Oriented Learning Process Format RBT (OLF)

Civil Engineering
Branch............................................. VIII
Semester....................................................................
11C005 – Ground Improvement Techniques Unit/Lesson No...............
Subject code & Title .................................................................... I/3

PPT/ Board Presentation

T-L tools....................................................... Prakash. S
Faculty name.................................................

Prerequisite Knowledge:

Knowledge on Soil Mechanics, Porosity, void ratio and saturation capacity.

1. Topic for Learning through evocation:

2. Topic Introduction:

2.1. General Objective:

To gain knowledge on Permeability, Transmissibility and storage capacity

2.3. Specific Objectives:

 Recall the permeability in soils. (E)
 Explain about transmissibility in soil. (S)
 Interpret about the storage capacity in soil. (T)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 Taxonomy of Objectives
Knowledge Dimension The Cognitive Process Dimension
Remember Understand Apply Analyse Evaluate Create
A. Factual Knowledge 1
B. Conceptual 2
Knowledge
C. Procedural 3
Knowledge
D. Meta Cognitive
Knowledge
Explanatory Notes: (This is not the notes for the topic. It is an explanatory notes to remember the reason for doing a particular
mapping in the table above)
Remember the permeability in soil.
Understand the transmissibility in soils.
Understand the capacity of water storage in soil.

A. Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are to be acquainted with the discipline or to solve
any of the problems in it.
B. Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships between and among them.
C. Procedural Knowledge: It is the knowledge that takes the form of series of logical steps to be followed. It is more skill oriented and can include
algorithms, techniques and methods.
D. Meta Cognitive Knowledge: It is the knowledge of one’s own cognition.

2.4: Key words:

Hydraulic conductivity, gallon, draw down.

2.5: Key diagrams (if any):

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
3. Discussion:

The students will be asked to discuss the relevant topic among their team/other team/Faculty. The students
those who have not taken part will be noted and kindle them to do.

4. Mind Map:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
5. Summary:

 Permeability of variety of soil and rock types.

 Transmissibility of soil formation and its effect on dewatering.
 Determination of transmissibility and storage capacity by field pump test.

6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:

 How to determine the permeability of layered deposits?

 Whether the fine grained soil will have good storage capacity or coarse grained soils?

7. Sample formative assessment questions (MCQ’s):

1) ___________ is the rate of water movement through the ground at a hydraulic gradient of one.
a) Transmissibility
b) Permeability
c) Storage capacity
d) Conductivity
2) _________ is defined as the rate at which water will flow through a vertical strip of foundation
1 ft wide, and extending through full saturated thickness under a hydraulic gradient of 1 or 100
percent.
a) Transmissibility
b) Permeability
c) Storage capacity
d) Conductivity
3) _________ is defined as volume of water released from storage per unit of surface area of
formation per unit change in head.
a) Transmissibility
b) Permeability
c) Storage capacity
d) Conductivity
4) __________ is the range of coefficient of permeability (k) of practically impermeable type.
a) 10-7 to 10-10 cm/sec
b) 10-3 to 10-6 cm/sec
c) 102 to 10-2 cm/sec
d) 104 to 102 cm/sec
5) __________ is the range of coefficient of permeability (k) of low discharge or poor discharge
type.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory
 a) 10-7 to 10-10 cm/sec
b) 10-3 to 10-6 cm/sec
c) 102 to 10-2 cm/sec
d) 104 to 102 cm/sec
6) __________ is the range of coefficient of permeability (k) of high discharge or free draining
type.
a) 10-7 to 10-10 cm/sec
b) 10-3 to 10-6 cm/sec
c) 102 to 10-2 cm/sec
d) 104 to 102 cm/sec
7) The presence of artesian pressure or perched water can exhibit___________
a) 0 to 10 gallon per day per foot
b) 10 to 100 gallon per day per foot
c) 100 to 1000 gallon per day per foot
d) 1000 to 1 milion gallon per day per foot
8) The higher the value of transmissibility,________ formation
a) More water will flow through
b) Less water will flow through
c) Flow of water does not depend on transmissibility
d) Either a) or b)
9) The storage capacity ranges between _________
a) 0 to 0.1
b) 0.1 to 0.35
c) 0.35 to 0.60
d) 0.60 to 1
10) Pump discharge rates are ________ to the coefficient of permeability.
a) Directly proportional
b) Inversely proportional
c) square
d) inverse square

8. References: (Books/Periodicals/Journals)

Petros P, Xanthakos, Lee W. Abramson and Donald A. Bruce, Ground Control and Improvement,
John Wiley & Sons, Inc., 1994

Verified by Subject Expert: Approved by HOD:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory